Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 70% 2 73%
Recognition of race & culture 33% 35% 2 39%
Holding growth mindsets 53% 60% 6 69%
Having high expectations and beliefs 95% 92% -3 89%
Taking accountability for equitable instruction 92% 93% 1 90%

1 Note: The number of observations varies between items from 142 to 529

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% 1 68%
Trust in fellow teachers 83% 78% -5 71%
Connectedness to fellow teachers 76% 75% -1 84%
Have influence over professional learning 36% 37% 1 48%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8 68%

1 Note: The number of observations varies between items from 137 to 424

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 64% 6 22%
ELA instructional shifts 51% 58% 7 21%
Fluency 52% 54% 1 15%
Text complexity 58% 72% 14 25%
Close reading 67% 69% 3 23%
Building knowledge 53% 59% 7 21%
Supporting students with unfinished learning 68% 71% 3 25%

1 Note: The number of observations varies between items from 91 to 394

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 67% 7 46%
Math instructional shifts 53% 57% 5 41%
Equitable Math Instruction 72% 81% 9 53%
Supporting students with unfinished learning 64% 75% 11 52%
Effective Teaching Practices 55% 60% 5 40%

1 Note: The number of observations varies between items from 69 to 125

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 83% -7 3%
Whether the lesson is focused on a high-quality text or task 89% 83% -6 3%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% -10 3%
Whether all students have opportunities to engage in the work of the lesson 94% 88% -6 3%

1 Note: The number of observations varies between items from 24 to 105

2 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"I appreciate the asynchronous learning opportunities that
allowed us to be off zoom for periods of time."

"Whole group/ small group work time. Sharing out the chat
pieces within the discussion."

"Learned about additional guidebook supports that are
available to teachers that I was not aware of."

"Working together in groups and planning in groups to see
what all we can improve with student engagement."

"The organization and platform were so nice. It was easy to
follow and participate. Straight forward. The facilitators
were knowledgable"

"As with our other sessions, the collaboration piece went
well-using the protocols."

"Having time to plan out a re-engagement activity in a
structured way. I really appreciate the organized handout
for this."

"Very informative and helpful to have a change to talk with
other teachers/coaches."

"The orderly fashion in which everything was presented. It
made me feel comfortable"

"it was intentional and engaging. I enjoyed the discussions
with the other participants."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"BO rooms seem to consistently have the same people in them
across MCL sessions. I wonder if Zoom has an algorithm for
randomness based on people's names? I'd like to get to talk
with some different coaching colleagues."

"It took me a while to maneuver through the online
information to do assignments. I think more time to go over
lessons with the facilitators and then small groups by grade
to get a better idea of the flow - etc."

"Planned breaks for a 2 hour session, survey for availability
prior to scheduling these sessions (Mon 2-4 interferes with
my weekly staff meeting) Calibrating around IPG is always
super helpful and while it’s also helpful to reground myself
in a protocol like the 6 steps to effective feedback, this
is something we’ve been using for years. Something that
I think would be more useful for our leaders is actually
around coaching the coaches - how do we coach our lab
leaders to provide aligned feedback to teachers and support
them in their development trajectory"

"Still working on the overlap that sometimes seems to be
there between skills and knowledge. More time working on
the assessments. There is a lot to those assessments and as
teachers we want the process to go well for our students."

"Due to the current circumstances in our district, I am
unable to apply a lot of the great information at this
current time. I would love the opportunity to discuss
strategies that districts are using during virtual/hybrid
learning to promote reading and writing and share successes."

"Being able to share our re-engagment lesson with someone to
hear feedback or how they would do it."

"-because it is such a small group -not too sure we need
break out rooms as much-would have much preferred these
sessions to have started back in August instead of April and
rushing to get them all in at this time of the year"

"I think the only thing that I would try to improve is
to have a folder where all the materials are rather than
having to download everything then upload it back to
the assignments. There is a lot of valuable, meaningful
information here that I'd like to share with the teachers
but having to download the videos and documents one by one
will be time consuming for me. I want it all!"

"It's not in our control, but the technology had all of us in
and out. Audio could be a challenge."

"Going into the second session I was confused about the
prework. It was very clear after that what the items were
for prework, but I did not feel prepared for the 2nd session
as much as the others."

Additional Comments
Quotes from "Do you have additional comments?"

"I would like to thank Justin, Mandi, and Nichole for their
help in regards to the assignments and the Zoom meetings!"

"Stacy really knows her content and how to pull it apart. As
the facilitator or our breakout sessions, she made me look
at it in a very different way that will be so very helpful
this year."

"John and Rosie provided a great space for learning. I
appreciate their candor and their considerations. Truly a
team I hope to learn with again in the future."

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"The training is definitely beneficial for all teachers
regardless of one's years of experience."

"The skills block went much better than the Module bootcamp.
It was much more organized and I feel like I actually
learned how to TEACH this in my classroom."

"I worked all summer to learn the ins and outs of the program
and this class made it come alive. It is also frustrating
that I will not be developing this with the K-4 staff but
will actually return to 20 years ago by teaching grade 7. I
wonder if I should try to institute this on my own."

"Thank you for the learning opportunity. I wish you well and
may you have more teachers to enlighten in your training.
May God bless your organization more."

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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